Intelligence is an innate potential present in every individual, exploring and expressing it can be successful through the learning activities. Some learners prefer to learn through movement as well. They are indeed termed as kinesthetic learners or possess kinesthetic intelligence. The aim of the research article is to find out the influence of kinesthetic intelligence based intervention program on active learning classroom among the school-age children. A self-structured Multiple Intelligences Inventory with 0.729 Cronbach’s alpha and 0.638 split-half correlation and and Active Learning scale with 0.827 Cronbach’s alpha and 0.921 split-half correlation was administered to the respondents. The sample consists of both boys and girls of sixth standard, where, 50 children for experimental group and 50 children for control group were selected for the study. Random sampling technique was utilized for the study. The students were initially assessed and grouped based on their intelligences using Multiple Intelligences Inventory. Kinesthetic intelligence was found to be dominant among the sixth grade classroom. Hence, the educational modules were developed in accordance with kinesthetic intelligence for social science curriculum. The modules were introduced to the 50 respondents of experimental group. The results revealed highly significant differences between the pre-test and post-test scores of the experimental group children indicating the kinesthetic intelligence intervention had an influence on active learning among the children of experimental group. Identifying the dominant intelligence in the children and helping them to recognize their own potentials and imparting teaching as well encouraging them to learn accordingly is very important.
Kinesthetic Intelligence, Dominant, Active Learning, Multiple Intelligences
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